Category Archives: Midwifery Department

Meeting with Midwifery Department

Jean Patterson and I sat down and talked around the whole issue of students who are, for a variety of reasons not already equipped with level 2/3 literacy and numeracy skills when they arrive on our doorstep to study at level 5.

We decided (to keep the problem manageable) we would concentrate on how the midwifery department could begin to address this problem by concentrating on the Learning Progressions Tool (LPT). Jean has been given 10 hours of professional development time in 2009 to begin the process of ’embedding’ literacy and numeracy into the midwifery programme. After some discussion…

We decided:

  • Jean would select a new 1st year (assessment) task and use the progressions to map the literacy and /or numeracy demands of the task
  • She will forward a copy of the task to me and I will attempt to do the same
  • We will jointly prepare a departmental presentation of this process using powerpoint
  • Jean will request that staff attend a team meeting for the purpose of this presentation and a workshop which will follow
  • Jean will ask these staff to bring a 1st year assessment task that they have written for the purpose of mapping it against the learning progressions at the workshop
  • The workshop will be on the 4th of June
  • An initial vision for the midwifery department would be to have ALL staff map at least one (if not all) of their 1st Year assessment tasks against the progressions so there is a “profile” of the literacy and numeracy demands of the first year of the Bachelor of Midwifery.
  • This detailed ‘course profile‘ can form the basis from which we will be able to judge the abilities required of the students to achieve in the course.
  • The course profile can be used to identify any mismatches between the skills required from the course and the skills actually taught in the course (such as APA referencing – currently required,  but not taught, Drug calculations – maths ability required but not taught, drug calculation given in booklet form only)
  • It can then be documented how the gap between the skills required and the skills taught is being plugged. –
  • We can identify where the gap is plugged by the department through its’ embedded literacy content (such as timetabled visits to the library with a librarian) or
  • plugged by the Learning Centre or School of Foundation Studies, through supplementary classes/workshops or
  • NOT plugged at all.

Jean and I will meet again soon.